BS 2507 

. J3 

Copy 1 


'ravels of Paul 


1 


Melvin Jackson 









# 









Travels of Paul 

A COURSE OF STUDY 
FOR BOYS’ BIBLE 
CLASSES 


By 

MELVIN JACKSON 


Introduction by 

PROFESSOR W. G. BALLANTINE 


• r 
• • 

>• <•* 
• • • 



TEACHERS’ EDITION 


New York : 

The International Committee of Young Men’s 
Christian Associations. 

I 9°3- 















THE LIBRARY OF 
CONGRESS, 

Two Copies Receive*! 

AUG 20 1903 

Copyright Entry 

CUv'Cl. U'-icf t i 

CUSS CL XXc. No 

(o £ 7_ U 

COPY B. 




Copyrighted, 1903, by 
The International Committee 
of Young Men’s Christian Associations 


€« « 
« • 
« • € 


5-I.P180a.7-03 

• • • 


• * 
* 

« c • 











CONTENTS. 


Lesson Page 

I. At Home in Tarsus. 13 

II. Goes to College in Jerusalem. 15 

III. Memorable Trip to Damascus. 17 

IV. Two Plots Against His Life. 19 

V,. He Works One Year in Antioch. 21 

VI. Travels With Barnabas Through Cyprus. 22 

VII. Adventures in Asia Minor. 24 

VIII. Returns to Antioch. 26 

IX. Walks Through Asia Minor. 28 

X. In Philippi. 30 

XI. Trouble in Thess&lonica and Berea. 32 

XII. Honored by Men of Athens. 33 

XIII. Review. 35 

XIV. Works at His Trade. 36 

XV. His Experiences in Ephesus. 38 

XVI. He Escapes from the Riot of the Silver¬ 
smiths.40 

XVII. True Friends. 42 

XVIII. Rescued from the Fury of His Enemies.. 44 

XIX. A Prisoner.46 

XX. Two Trials.48 

XXI. Defence Before Agrippa. 50 

XXII. Shipwrecked. 52 

XXIII. A Prisoner in Rome. 54 

XXIV. Last Journeys and Martyrdom. 56 

XXV. Review. 58 


























INTRODUCTION. 


By W. G. Ballantine, LL. D. 

The life of Paul is peculiarly suited for Bi¬ 
ble class work with boys. It is in the highest 
degree dramatic. The scenes are laid in all 
the chief centers of interest in the Roman 
world—Jerusalem, Damascus, Antioch, Ephe¬ 
sus, Athens, Corinth, Rome. The actors are 
of every nation and rank—Jewish rabbis, 
Roman officers, Greek philosophers, Christian 
martyrs, soldiers, sailors, craftsmen. There 
are adventures by land and sea, conspiracies, 
mobs, trials at law, imprisonments, escapes, 
flights and a most vividly portrayed shipwreck. 

No book in the Bible calls for so much illus¬ 
tration by pictures and maps as does the book 
of Acts. In order to understand Paul’s cir¬ 
cumstances the student must understand the 
Pharisee in his fanatical devotion to Jerusalem 
and its splendid temple and venerable law, the 
Roman in his imperial pride and hardness, the 
Greek in his elegant culture and moral weak¬ 
ness, the common people of the empire in their 
ignorance and degradation. 

Every one of these impressive scenes and 
thrilling incidents brings out some grand 


5 


quality of Paul—his unselfishness, his courage, 
his intellectual keenness, his eloquence, his 
lofty purpose. All together they exhibit Chris¬ 
tianity in contrast with every type of charac¬ 
ter in the then known world. What Jew and 
Roman and Greek needed was just what Paul 
had—the gospel. Without that, religion was 
an empty form, military power but brute force, 
and philosophical culture mere elegant trifling 
—a veneer for moral rottenness. 

The following course of lessons strikes me 
as very skillfully prepared for the end in view. 
In the hands of earnest teachers it cannot fail 
both to arouse enthusiasm in the study of his¬ 
tory and to impress upon the minds of the boys 
the infinite superiority of Christian character. 


PREFACE—TO THE TEACHER. 


The Aim. 

The aim of this course is to bring out the 
heroic qualities in the life of Paul and it is de¬ 
signed for boys from fourteen to sixteen years 
of age. 

Students* Lesson Sheets. 

One of the new features in this course is the 
use of weekly lesson sheets by the students. 
These sheets, one for each lesson, are put to¬ 
gether in such a way that they can be easily de¬ 
tached. The leader should hand them out, 
one each week, in advance, making such addi¬ 
tional suggestions to the students as will add 
to their effectiveness. Special emphasis 
should be laid upon the use of the daily read¬ 
ings. Accompanying these sheets are outline 
maps of Palestine and the Roman Empire. It 
will add to the interest of the work if the stu¬ 
dents fill in the names of the places on these 
maps, and in connection with the journeys of 
Paul trace in each journey on a separate map. 
The leader should see that every student has 
a set of the lesson sheets. It is suggested that 



they be pasted in the note-books after the ses¬ 
sions of the class. 


Note-Books. 

Each member of the class should be pro¬ 
vided with a movable leaf note-book. The 
most convenient size for the use of this course 
is 7 x 9 inches. The book should contain about 
100 sheets of smooth unruled paper bound to¬ 
gether with two or three brass fasteners. 
This makes a note-book to which additional 
information may be added by simply loosening 
the brass fasteners and inserting the new pages 
at the desired point. At the beginning the 
book can have any good strong paper for a 
cover, but at the end of the course the boys 
should design a cover for permanent use. 

In general it is better to have the pupils pre¬ 
pare the books at home as they will copy the 
notes in better form and take more pains to 
find and paste in pictures and diagrams. 

Pictures. 

Each place mentioned in the lessons should, 
if possible, be represented by a picture. 
Where pictures of the ancient city cannot be 
secured, pictures of the modern city should 
be used. Small maps with the different jour¬ 
neys traced in red ink and diagrams of build- 


8 


ings should also be placed in the book. Un¬ 
der “Suggestions” in each lesson will be 
found a list of pictures appropriate to that 
lesson. 

Many of these pictures and diagrams can be 
secured from old Sunday-school quarterlies 
and papers; also from old books to be found in 
almost every home. The boys will take keen 
delight in looking for such pictures. 

Copies of classical pictures and famous 
paintings which will be of use in the note¬ 
books can be secured from such firms as the 
following: The Perry Picture Company, 

Malden, Mass.; W. A. Wilde Publishing Com¬ 
pany, Boston, Mass.; Baptist Publication So¬ 
ciety, Philadelphia, etc. 


Maps. 

Constant use should be made of a large 
wall map. Small relief maps can be secured 
upon which the boys can trace the different 
journeys of Paul. These small maps can be 
secured from the Central School Supply 
House of Chicago, or from William Beverly 
Harison, New York City. It will also add 
very much to the efficiency of the course to 
have the boys make two or three paper pulp 
maps during the course. For example, Les¬ 
sons III., IX., XXII. 


9 


In the Class Room. 


As successful teaching depends upon keep¬ 
ing the boys busy, the teacher should expect 
them to copy the outline as it is placed upon the 
blackboard. (This may be in rough form 
only, to be drawn more accurately in work at 
home.) As the teacher places the outline on 
the board he should explain all points, calling 
upon the class to read all references. Where 
the reference is long, let each boy read a 
verse. 

It is assumed that the teacher has not only 
read all of the passages himself during the 
week, but also has looked up the historic 
places and followed the Daily Readings. 

Reviews. 

Each lesson should begin with a short re¬ 
view of the previous lesson or lessons. It will 
be found very helpful to place upon the black¬ 
board an outline map (without names) of 
the countries around the eastern end of the 
Mediterranean sea and have the boys fill in 
the journeys, supplying the names of the places 
visited. 


Bibliography. 

The following books have been consulted 
in preparing these lessons and are referred to 


10 


from time to time by the initials printed after 
each one:— 

Conybeare and Howson’s “Life and Epis¬ 
tles of St. Paul.”—C. & H. 

Dr. Farrar’s “The Life and Work of St. 
Paul.”—F. 

Rev. F. J. Goodwin’s “A Harmony of the 
Life of St. Paul.”—G. 

Robert E. Speer’s “The Man Paul.”—S. 

Rev. J. Stalker’s “The Life of St. Paul.”— 
St. 

“The People’s Bible Encyclopaedia.”—Enc. 

George L. Weed’s “Life of Paul for the 
Young” will be helpful in suggesting pictures 
and Robert Bird’s “Paul of Tarsus” will be 
a valuable aid in preparing the lessons. 


n 











TRAVELS OF PAUL. 


LESSON I. 

At Home in Tarsus. 

1. Born in Tarsus. Acts 9: 11, 21:39, 23:34. 
(About 2 B. C.) 

2. Tarsus. 

a. Situated on the river Cydnus which flows 

cool from the snows of Mt. Taurus. 

(See Xenophon’s Anabasis, 1:2, Sec. 23.) 

b. Surrounded by broad plains which are cov¬ 

ered with haircloth tents at harvest time. 

c. A great trading, shipping and educational 

center. 

d. Large marble wharves. (12 miles up the 

river from the sea.) 

Antony and Cleopatra’s ships met here. 

3. Relatives. 

a. Both parents Hebrews. Phil. 3:5; Rom. 

11: 1; II. Cor. 11: 22. 

Israelite—tracing descent from Jacob. 
Hebrew—tracing descent from Jacob and 
speaking Hebrew. 

He never mentions his mother and only al¬ 
ludes to his father. 

b. His father a Roman citizen. Acts 22: 28. 
(Meaning of Roman citizenship.) 

c. Had a sister. Acts 23: 16. 

d. Other relatives. Rom. 16: 7, 11, 21. 


13 



4. Training as a boy. 

a. Circumcised on the eighth day and named 

Saul. Phil. 3:4, 5. 

(Paul very likely his other name.) 

b. Knew the Scriptures. Phil. 3:6; Gal. 1: 14. 

c. Learned the trade of tent making. (St., 

page 26.) 

All Hebrew children were taught a trade. 

d. His father an example of staunch religious 

practices, wearing broad phylacteries. 
II. Tim. 1:3; Acts 23:6. (Also St., 
page 23.) 

e. Went to school in the synagogue. 

f. Daily surroundings. 

Saw traders of all nations, and heard Greek 
as the common language. 

Familiar with Roman soldiers and ships. 

Suggestions. 

Paul’s success in his life work was due in large 
part to two elements in his home training: viz., he 
was taught a trade and learned the traditions of his 
people. At the same time he received a good training 
from his contact with the various peoples doing busi¬ 
ness in Tarsus. 

As this is the first lesson, special attention should 
be given to the note-books of the boys. Neglect of 
this point will mean poor work on the part of the 
boys throughout the course. Secure a good supply of 
pictures of Tarsus, Roman soldiers and ships, He¬ 
brews with phylacteries, etc., and give out to the 
members of the class. (See preface for suggestions 
as to how to get pictures.) 

Special attention should also be given to the use 
of the Daily Reading sheets. Get the boys to see the 
use of the sheets, as they will aid them in getting 


14 


the full benefit of the class session. It is absolutely’ 
necessary that the teacher follow these daily readings 
with care and much prayer, if the class is to be a suc¬ 
cess. 

Give out map with student’s sheet for lesson II. 

References: C. & H., pages 29-48; F., pages 1-23; 
S., chapter I. 


LESSON II. 

Goes to College in Jerusalem* 

1. Sent to Jerusalem when about 13 years of age. 

(C. & H., page 48.) 

2. Some incidents of the journey. (C. & H., page 

SO.) 

a. Found heathen temples in other places than 

Tarsus. 

b. Saw idols of wood and stone in the cities and 

towns, also in the groves and by the road¬ 
side. 

c. Passed many historic places. 

d. Impressed by the hatred of the Hebrews for 

the Romans, and the Roman’s dislike of 
the Hebrews. 

3. Jerusalem. 

0. Made the political and religious center of 
Palestine by David. 

b. Solomon’s temple. 

Besieged seventeen times. 

Twice razed to the ground. 

Twice its walls were destroyed. 

c. At this time it was very much Romanized. 
Roman soldiers and buildings on every side. 


15 



4- In Gamaliel's school. 

a. Gamaliel. 

A Pharisee. Acts 5 : 34. 

Greatest teacher of the time. (Enc.) 
Defender of Peter. Acts 5 : 34-40. 

b. The Scriptures and the Talmud were the 

text-books. 

c. Peculiar methods of teaching. 

The pupils sat in a semi-circle about the 
teacher and asked questions. 

d. Paul was very likely a student in Jerusalem 

when Christ was a boy at Nazareth. 

5. His religious training. 

He was brought up a Pharisee. Acts 23: 6, 26 .-5; 

Phil. 3:4. 

Pharisees:— 

Believed in the resurrection of the body. 

Were formal in religious duties. 

Worked hard for proselytes. 

Fasted often. 

Made long prayers in public. 

Gave liberally and were mostly poor. 
Sadducees:— 

Did not believe in the resurrection of the body. 
Held to the moral tenets of the law instead of 
to its letter. 

Made few proselytes and were mostly rich. 

6. Returns home for a few years. 

Suggestions. 

This lesson affords the opportunity of bringing 
out the formalism and narrowness of the Jews. 
They searched the Scriptures but did not find their 
deepest truths. They failed to see the spirit of the 


16 


law. A standing illustration of the necessity of a 
heart belief to avoid the hollowness of a merely in¬ 
tellectual religion. 

Picture to the boys the thoughts that must have 
come to Paul as he traveled down to Jerusalem 
through the country made famous by the battles of 
the Israelites. Note Mt. Carmel, Jacob’s well, and 
many other places sacred to every Hebrew. 

Pictures:—Jerusalem (Ancient and Modern), 
rabbis, roll of law, priests, altars, temple, and a dia¬ 
gram of the same with its school. 

References :—C. & H., pages 48-59; F., 23-46. 


LESSON III. 

Memorable Trip to Damascus. 

1. Becomes a persecutor. 

a. Present at the trial and stoning of Stephen. 

Acts 7: 57, 58, 8:1, 2, 22:20. 

b. Made a member of the Sanhedrin. Acts 

26: 10. 

The Sanhedrin. Its formation and powers. 

c. Laid waste the church. Acts 8:3, 22: 4, 19, 

26: 9-11. 

Its members scattered. Acts 8:4, 11:19-21. 

d. Asks for letters to Damascus. Acts 9:1, 2. 

22: 5. 

2. Damascus. 

a. Oldest city in the world. 

b. Known in Abraham’s time. Gen. 14: 15, 

15:2. 


17 





c. Situated in the midst of a desert. 

d. Mercantile center. Ezek. 27: 18. 

e. Important in Jewish history. 

Garrisoned by David. II. Sam. 8: 1; I. Chron. 
18:6. 

Opposed Solomon. I. Kings 11:24, 25. 
Home of Naaman, the leper. II. Kings 5: 
i-i 7- 

f. Conquered by Alexander. 

g. Afterwards occupied by Pompey. 

h. Center of Mohammedan world. 

i. City of rose gardens and fountains. 

3. Turning point in his life. Acts 9: 3-19, 22: 5-16, 

26: 12-20. 

4 a. A mid-day vision. 

b. Blind. 

c. Conversation with Christ. 

d. Fasts three days. 

e. Ananias comes to him. 

4. Preaches for the first time. Acts 9:20-22, 

26: 19, 20. 

5. How he looked upon his past life. I. Cor. 15:9; 

Gal. 1: 13, 22-24; I- Tim. 1: 13. 

Suggestions. 

In this lesson we get our first glimpse of the he¬ 
roic side of Paul’s life. We see him stolidly witness¬ 
ing the murder of Stephen and zealously hunting for 
Christians to cast them into prison. His persistent 
persecutions made him popular with the masses and 
the rulers, yet when shown his error, he at once 
turned and took up the side of those he had per¬ 
secuted, knowing that that move made every con¬ 
sistent Hebrew his enemy. He took the side of the 


18 


few against the many; took dishonor rather than 
honor. Such transformations of character are the 
highest proof of the truth of Christianity. 

Pictures:—Damascus, road to Damascus, Damas¬ 
cus house with its court-yard and fountain, camel 
train, etc. Also reproductions of such paintings as 
“The Stoning of Stephen,” and “Paul’s Conversion.” 
(See W. A. Wilde and the Perry Picture Company’s 
catalogues.) 

A sand or paper pulp map can be used with ad¬ 
vantage in this lesson. 

References:—C. & H., pages 59-89; F., pages 76- 
115; S., pages 27-32; St., chapter III. 


LESSON IV. 

Two Plots Against His Life. 

1. The first plot at Damascus and how he escaped. 

a. Those disappointed in Paul form the plot. 

Acts 9: 21-23. 

b. Plotters watch day and night. Acts 9: 24. 
Military forces at city gates. II. Cor. 11:32. 
Motive furnished by his own countrymen. 

c. The escape. 

Paul knew of the plot. Acts 9: 24. 

Let down from the wall in a basket. Acts 
9:25; II. Cor. 11:33. 

Rahab let down the spies. Joshua 2: 15. 
David escapes Saul. I. Sam. 19: 12. 

2. Visits Arabia, then returns to Damascus. Gal. 

1: 15-17. (St., pages 5I-53-) 

3. Back to Jerusalem. Gal. 1: 18. 

a. The disciples afraid of him. Acts 9: 26. 


19 



b. Friendship of Barnabas. Acts 9:27. 

4. The second plot in Jerusalem. 

a. Caused by his fearless preaching. Acts 9: 

28, 29. 

b. Warned by a vision. Acts 22: 17-21. 

c. Flees to Caesarea. Acts 9: 30. 

5. Back in Tarsus. 

He preaches in the cities of Syria and Cilicia. 
Gal. 1: 21-24. 

6. The church has a period of undisturbed growth. 

Acts 9: 31. 

Their chief persecutor their best friend. 

Their enemies have lost their most active agent. 

Suggestions. 

Help the boys to imagine the feelings of Paul when 
informed that his own people, the Hebrews, were 
searching for him and that the military forces were 
guarding the gates of the city to prevent his escape 
as if he were a criminal of the worst type. What a 
test of his new faith. 

It took heroism, unsurpassed in military annals, 
to meet this condition. But that was not all, he 
returned to preach not only in Damascus but also in 
Jerusalem, the very center of the persecutions of the 
Christians. How many of us would do the same 
thing? He who was the persecutor is now himself 
persecuted. 

Pictures:—City walls, military guards, Arabian 
desert, escape in basket, a secret meeting place of 
the Christians, etc. 

References:—C. & H., pages 89-109; F., pages 115- 
137 . 


20 


LESSON V. 


He Works One Year in Antioch. 

1. Takes up work in a large city. 

Goes to help Barnabas in Antioch. Acts n: 
25, 26. 

2. Antioch. 

a. Mythology of its founding. 

b. Metropolis of the Greek kings of Syria. 

c. Residence of Roman governors. 

The city full of Roman baths and aqueducts. 

d. Beautiful climate. 

This attracted the luxurious Romans and 
they in turn attracted commerce. 

e. Beautiful houses and gardens. 

Visited by poets, admired by emperors. 

f. Center of Oriental rabble. 

Hence full of astrologers and fakirs. 

g. Generals died there. 

3. Events in Antioch. 

a. Preaches one year. Acts 11:28. 

It is about five years since he fled from 
Jerusalem. 

b. Christians so called for the first time. Acts 

11: 26. 

c. Prophecy of Agabus. Acts 11:27, 28. 

4. The church begins to have trouble. 

a. Famine. (A. D. 44.) 

Antioch sends aid to Judaea by Paul and 
Barnabas. Acts 11:29, 3 °- 

b. Herod Agrippa begins persecutions. Acts 

12: 1. 

Grandson of the Herod who killed the in¬ 
nocents. 


21 


Kills James. Acts 12: 2. 

Imprisons Peter. Acts 12 : 3, 4. 

Death of Herod at Caesarea. Acts 12:20-23. 
5. Paul and Barnabas return to Antioch. Acts 
12: 24-26. 

Mark returns with them. 

Suggestions. 

Antioch was a city of fashion. Its people were 
given to sensuality and heartless pleasures. These 
luxurious orientals with their many gods and selfish 
indulgences present a strong contrast to the gen¬ 
erosity and fellowship of the Christians. It was no 
easy task to get these people to receive the gospel of 
Jesus Christ. 

When it came to taking aid to the Christians in 
Jerusalem, Paul might have asked to be excused, as 
he had last left that city in a hurry in order to save 
his own life, but he made no such request because 
the lives of some of his fellow Christians were at 
stake. 

Pictures:—Antioch, Roman baths, aqueducts, coins, 
early Christians, Herod Agrippa, etc. 

References:—C. & H., pages 109-120; F., pages 160- 
183; St., chapter V. 


LESSON VI. 

Travels With Barnabas Through Cyprus* 

1. How they came to go. 

a. Called by the Holy Ghost. Acts 13: 1, 2. 

b. Sent by the church at Antioch. Acts 13: 3. 


22 



2. Reasons for going to Cyprus. 

a. Short distance. 

The mountains of Cyprus can be seen from 
the Syrian shore. 

b. Many ships going back and forth. 

c. Home of Barnabas. Acts 4: 36. 

Also of Mark, their attendant. Acts 13: 5. 

d. Many Christians there. (See lesson III., 

1, c. ) 

3. A short sail. 

a. They walk to Seleucia. Acts 13:4. 

b. They reach Salamis by boat. Acts 13: 4. 

c. Salamis. 

A large city on a fertile plain. 

Once Greek capital of the island. 

d. They preach in the synagogue. Acts 13: 5. 

4. From Salamis to Paphos. 

a. Take a one hundred mile walk to Paphos. 

Acts 13: 6. 

b. Paphos. 

Surrounded by high mountains. 

Caves in the mountains used for dwellings 
and tombs. 

A meeting place for orientals. 

Mythological landing place of Venus. 

c. Called before Sergius Paulus. Acts 13:7. 

d. A dramatic incident. 

A sorcerer opposes Paul. Acts 13: 8. 

Elymas made blind. Acts 13:9-11. 

e. Saul becomes Paul. Acts 13:9. (See les¬ 

son I.) 

f. The deputy believes. Acts 13: 12. 


23 


Suggestions. 


Much can be made of the dramatic scene in the 
palace of Sergius Paulus. Three men, who have 
walked the whole length of the island and are just 
from the great city of Antioch, by special invitation 
are explaining the Word of God to the deputy. The 
court sorcerer; wfjp s.&s signs of losing his easy 
job, keeps interfering with Pay! as he speaks. At 
last Paul turns and with a few scathing words lets 
all see the power of God. Paul was a stranger to 
the governor, yet he had the courage to rebuke the 
friend of the governor before his royal seat. 

Victory is given to Paul. The deputy believes. 
As far as we know this is the first convert won on 
this the first missionary journey. When the Lord is 
on our side we are sure of victory. 

Pictures:—Seleucia, Salamis, Paphos, Roman offi¬ 
cer, ancient ship, and views of the island of Cyprus. 

References:—C. & H., pages 121-141; F., pages 
189-200; St., pages 77-85. 


LESSON VII. 

Adventures in Asia Minor. 

1. They sail to Asia Minor. 

a. Land at Perga in Pamphylia. Acts 13: 13. 

b. John (Mark) returns to Jerusalem. Acts 

13: 13. 

c. Perga contained a large temple of Diana. 

2. A mountain climb. 

a. Over the mountains to Antioch of Pisidia. 
Acts 13: 14. 


24 



b. “Perils of rivers,” “Perils of robbers.” 

II. Cor. 11:26. 

c. Preaches in the synagogue at the request of 

the rulers. Acts 13:15-41. 

d. Preaches to the Gentiles at their request. 

Acts 13: 42-49. 

e. Expelled from the city. Acts 13: 50. 

3. They journey eastward. 

a. They come to Iconium. Acts 13:51, 52. 

b. Iconium. 

On a vast plain. 

Once the Turkish capital. 

c. They preach and many believe. Acts 14: 1-3. 

d. Driven out of the city. Acts 14: 4, 5. 

4. Their dangers increase. 

a. They flee to Lystra. Acts 14:6. 

b. The gospel preached. Acts 14: 7. 

c. Cripple healed. Acts 14:8-10. 

d. Taken for gods. Acts 14: 11, 12. 

Strange ideas of the people about the gods. 

e. They explain to the people. Acts 14: 14-18. 

f. Stoned and cast out of the city as dead. Acts 

14: 19. 

g. Timothy converted. I. Tim. 1:2, 18; II. Tim. 

2:1, 3: 10, 11. 

5. They work in peace. 

a . The Word is preached in Derbe. Acts 14: 

20, 21. 

b. Many believe. 

Suggestions. 

The strenuous life of Paul is shown in this lesson 
as he climbs over snow-capped mountains to preach 
the Word. He continues to preach when driven 
from city to city. 


25 


Bring out the dramatic action of this lesson and 
let it show the heroism of Paul. It would have been 
easy to have let the people of Lystra continue to think 
them gods and to have had a fine time at the expense 
of their ignorance. It took courage to undeceive 
them and face an angry mob, and even death itself. 
The boys should leave the class after this lesson de¬ 
termined to be like Paul in courage and fidelity. 

Pictures:—Mountain roads and passes, Iconium, 
Jupiter, Mercury, ancient altars, Paul and Barnabas 
at Lystra. (Perry pictures.) 

References:—C. & H., pages 141-175; F., pages 
203-218. 


LESSON VIII. 

Returns to Antioch. 

1. A perilous journey. 

a. They travel back through Lystra, Iconium 

and Antioch of Pisidia. Acts 14: 21. 

b. The churches strengthened. Acts 14: 22, 23; 

II. Tim. 3: 10, 11. 

2. They delay on the coast. 

a. Again in Perga. Acts 14: 25. 

b. Perga. 

Situated on a very important bay of Asia 
Minor. 

The scene of many battles. 

Shepherds pasture their sheep among these 
ruins. 

c. Preached the Word. Acts 14: 25. 

d. Take boat at Attalia. 

This city was visited by the Crusaders under 
Conrad and Louis. 


26 



3- End of the first long journey. 

a. They come to Antioch. Acts 14:26. 

b. Tell the church of their experiences. Acts 

14:27, 28. 

What God had done with them. 

Door of faith opened to Gentiles. 

Remained for some time. 

4. Controversy in the church. 

o. Question at issue. Acts 15: 1. 

b. Paul and Barnabas sent to Jerusalem. Acts 

15:2. 

Preached on their way. Acts 15 : 3. 

c. Tell the church at Jerusalem of their labors. 

Acts 15: 4. 

d. Before the council. Acts 15: 12. 

e. Decision of the council. Acts 15: 22-29. 

f. They report to the church at Antioch. Acts 

15 : 30 - 33 . 

All rejoice at happy settlement of the diffi¬ 
culty. 


Suggestions. 

The heroism of Paul in going back through Lystra, 
Iconium and Antioch, preaching the same gospel as 
at first, is an example of bravery unsurpassed by any 
deeds of daring recorded in history. The robbers, 
avalanches and cold of the mountain trip would have 
turned back timid men, but not Paul. He did not 
stop for the hardest thing of all, viz., persecution. 

After reaching Antioch, Paul does not go home to 
Tarsus or to some other place for a vacation, but 
plunges into the work there with his old time vigor. 

In this lesson it will be well to bring out the con¬ 
trast between the spiritual freedom of Christianity 
and the Jewish emphasis on external rules. 


27 


PicturesPerga, Temple of Diana, Crusaders, 
ruins, Jewish sects and council. Also a map of this 
journey traced in red ink. 

Give out map with student’s sheet for Lesson IX. 
ReferencesC. & H., pages 175-202; F., pages 
218-254. 


LESSON IX. 

"Walks Through Asia Minor. 

1. Paul and Barnabas separate. 

a. They quarrel, Mark being the cause. Acts 

15 : 36 - 39 - 

b. The difficulty settled the best way possible. 

Acts 15:39. 

2. Paul takes an eight hundred mile walk. 

a. Silas goes with him. Acts 15 : 40. 

b. Visit churches of Syria and Cilicia. 

Acts 15: 41. 

Traveled by Roman roads. 

c. They go through the country covered by 

Alexander the Great, Darius and Cyrus. 
May have gone through the Cilician gates. 
Anabasis 1: 4. 

d. The cities were full of evidences of idol wor¬ 

ship. I. Thess. 1:9; I. Cor. 12:2, 8:4. 

e. Goes to Lystra and Derbe. Acts 16: 1. 
Timothy ordained. II. Tim. 1: 6. 

Timothy joins the little company. Acts 

16: 3. 

Delivered the decrees of the Council. Acts 
16: 4 , 5 - 

f. They preach through Phrygia and Galatia, 


28 



but could not enter the province of Asia. 

Acts 16:6. 

g. Led past Bithynia and Mysia. Acts 16: 7, 8. 

h. They come to Troas. Acts 16: 8. 

Vision of Macedonian man. Acts 16: 9. 

3. Paul shows an element of his character. 

a. Immediately he sought to go to Macedonia. 

Acts 16: 10. 

He obeyed the Lord’s call. 

b. Sails to Neapolis. Acts 16:11. 

The seaport of Philippi. 

Suggestions. 

This lesson at the first may seem to lack the heroic 
element, but a closer study will reveal it rich in true 
heroism. In order to bring out the strong points of 
the lesson it will be necessary to make free use of the 
map in the class room. 

As Paul and his little company of workers go from 
place to place the boys should see the difficulties 
they encounter, also they should have a good idea of 
their experiences. Let them imagine what they would 
see, hear and experience on the same journey. Bring 
out forcibly the hardships of the journey. 

The first two hundred miles gave them many op¬ 
portunities to preach, but the remaining six hundred 
must have been a testing time for them. As they 
crossed hot plains, climbed rugged mountains, sleep¬ 
ing in all sorts of places with only now and then a 
chance to proclaim the truth, it must have tried their 
faith. (Remember that the vision came at the end 
of the journey, not the beginning.) It at least 
brought out the “never give up” element in Paul’s 
character. 

You can dwell at length upon the vision of the 


Macedonian man and the promptness of Paul’s ef¬ 
fort to obey the summons. 

Pictures:—Travelers, snow-capped mountains, pub¬ 
lic resting places, etc. 

ReferencesC. & H., pages 215-250; F., pages 
254-273; St., pages 85-99. 


LESSON X. 

In Philippi. 

1. Paul goes into Macedonia. 

a. Arrives at Philippi. Acts 16: 12. 

b. Philippi. 

Situated ten miles inland from Neapolis. 
Founded by the father of Alexander the 
Great. 

Military center with the Greeks and Romans. 
Scene of the last battle of the Republicans 
under Brutus and Cassius. 

A Roman colony. 

2. The gospel in Europe. 

a. Paul and his friends find the place of prayer. 

Acts 16: 13. 

b. Lydia, a seller of purple. Acts 16: 14. 

The first convert in Europe. 

They abide in her house. Acts 16: 15. 

c. Casts evil spirit out of a maid. 

She follows him many days. Acts 16: 16-18. 
Paul commands the spirit to leave her. Acts 
16: 18. 

d. Results of his kindness. 

Arrested unjustly. Acts 16: 19-22. 


30 



Beaten unjustly. Acts 16:22, 23. 

Imprisoned unjustly. Acts 16:23, 24. 

e. Prison experience. Acts 16: 25-34. 

Prayed and sang praises unto God. 
Earthquake. 

Doors opened and shackles broken. 
Conversion of the jailer. 

f. He humbles the magistrates. Acts 16: 35-39. 

g. Comforts instead of receiving comfort. Acts 

16:40. 


Suggestions. 

This lesson is strong in dramatic action. Appeal 
to the imagination of the boys. Get them to see Paul 
and Silas as they go about preaching, the maid fol¬ 
lowing and crying out, “These men are the servants 
of the most high God.” Then picture them in the 
hands of the mob, unjustly tied to posts and flogged 
until their backs are all cut and bleeding. Let them 
see the inner prison and its horrors. 

To get the full significance of the prison scene, you 
should bring out the cruelty of the Romans and their 
ideas of suicide, also the meaning of Roman citizen¬ 
ship. 

The great point of this lesson is that Paul de¬ 
mands his right as far as the law is concerned, then 
with all the discomforts of a wounded back, while 
far from home, receives no consolation, but on the 
contrary cheers up those who are discouraged by the 
persecutions. A splendid illustration of the spirit 
which made the church at Philippi so strong. 

Pictures:—Philippi, Roman armor, Roman soldiers 
and prison, shackles, whipping post, etc. 

References:— C. & H., pages 251-271; F., pages 
273-285. 


31 


LESSON XI. 


Trouble in Thessalonica and Berea. 

1. Makes a rapid journey. 

a. From Philippi to Amphipolis. Acts 17:1. 
Through an important and beautiful pass, 

thirty-three miles. 

b. From Amphipolis to Apollonia, thirty miles. 

c. From Apollonia to Thessalonica, thirty- 

seven miles. 

The whole journey made upon Roman roads. 

2. In Thessalonica. 

a. The city. 

Resting place of Xerxes. 

Chief city of Macedonia. 

Place of exile of Cicero. 

Antony and Octavius here after the battle of 
Philippi. 

b. Preaches in the synagogue as was his custom. 

Acts 17: 2-4. 

Many believe. 

c. Dwells with Jason. Acts 17: 5. 

d. The house of Jason mobbed. Acts 17: 5. 
Paul and Silas escape. Acts 17: 6. 

e. Crafty accusations. Acts 17: 6-8. 

f. Jason gives security. Acts 17:9. 

3. In Berea. 

a. They go by night to Berea. Acts 17: 10. 

This keeps Jason from further trouble. 

b. They visit the synagogue. Acts 17: 10. 

c. A contrast between the people of Berea and 

Thessalonica. Acts 17: 11. 

d. Men and women believe. Acts 17: 12. 

e. More trouble. Acts 17: 13. Caused by ene¬ 

mies from Thessalonica. 

32 


Suggestions. 


Paul left Philippi suddenly and after a three weeks’ 
stay in Thessalonica slipped out of that city by night, 
then his friends start him out of the country by boat. 
These events do not show Paul to be a coward. On 
the other hand they bring out the unselfishness of the 
man. In every case he left the city to free his 
friends from persecution brought upon them by his 
preaching. True he was sore from his beating at 
Philippi, but we cannot believe that he left one of 
those cities as long as he thought that he could do 
any good. He established a church in each city, 
hence his journey was a journey of victory. 

In contrast to the attitude of the mobs in these 
cities bring out the nobility of an honest search for 
truth. 

It may also be of profit to remind the boys that 
this is not the first time that Paul’s enemies have 
followed him, nor is it the last. 

Pictures:—Thessalonica, Berea, court scene, night 
escape, mountain scenery, Roman roads, Cicero, An¬ 
tony and Octavius, etc. 

ReferencesC. & H., pages 271-294; F., pages 
285-295. 


LESSON XII. 

Honored by Men of Athens* 

1. Paul again takes ship. 

a. Sent aw'ay from Berea. Acts 17: 14. 

Silas and Timothy remain. 

Other friends went with him. Acts 17: 15. 


33 


b. Takes a boat near the foot of Mt. Olympus. 
Home of Homeric gods. 

2. In the center of Greek culture. Athens. 

a. An historic city. 

Golden age of Pericles. 

Areopagus and Acropolis. 

The Agora or market place. 

Long walls to Piraeus. 

Historic battle of Salamis. 

Greek religion. 

Deification of human passions. (Love, piety, 
etc.) 

Many statues of gods. 

b. Paul’s previous preparation to meet these 

conditions. 

Greek culture in Tarsus. 

Education in Jerusalem. 

c. Makes his mission known. 

His spirit provoked by sight of idols. Acts 
17: 16. 

Disputes in the synagogues and in the market 
place. Acts 17:17. 

Stoics—unmoved by joy or pain. 

Epicureans—given to luxury. 

d. He preaches by request on Mars hill. Acts 

17:22-31. 

Proclaims unto them the “Unknown God.” 
God not like unto gold, silver, or stone. 

Call to repentance. 

e. Results of his preaching. Acts 17: 32-34. 

Suggestions. 

If Paul was ever discouraged it must have been 
here at Athens. He was alone in a strange city. A 
small number believed him. Some scoffed while 


34 


others said, “We will hear thee again of this matter.” 
The cultured indifference of the Greeks presents a 
strong contrast to Paul’s spiritual earnestness. 

Stimulate the imagination of the boys to see Paul 
as he walks the streets of this famous city. His 
spirit must have been stirred within him when he 
saw all the magnificent statues and other works of art 
devoted to strange gods. How empty is all culture 
when it lacks the elements of love for our Lord and 
King, Jesus Christ! 

Pictures:—Mt. Olympus, Athens and any of its 
historic places, but especially the market place and 
Mars hill. Other pictures showing Greek forms of 
architecture should be used. 

References:—C. & H., pages 299-332; F., pages 
295 - 313 . 


LESSON XIII. 

Review. 

The success or failure of a review depends upon the 
teacher. 

1. Use a stereopticon if you have one. Let the 
class describe the pictures and tell of the adventures. 
If one boy fails in his part let the other boys help him 
out. 

2. Have two or three outline maps of the coun¬ 
tries at the east end of the Mediterranean sea on the 
blackboard and have the boys trace upon them the 
different journeys thus far studied. 

3. Bring out the dramatic elements of the lessons 
and the heroic part of Paul’s life. Get the effect of 


35 


an accumulation of these events and you will have 
a hero that will outshine any hero literature has 
given them. 

4. During the previous week distribute among 
the members of the class some questions similar to 
the following:— 

a. How many times did Paul visit his home 
city after he first left it? 

b. How many times was he in danger from 

mobs? 

c. How many plots were made against his 

life? 

d. What do you see in Paul to admire? 

e. Where did he show the greatest courage? 

Why? 

5. Have the note-books handed in and let each 
scholar see what the others are doing. 

6. Have the members of the class invite some of 
their boy friends. Invite their parents to be present. 

7. Give out map with student’s sheet for Lesson 
XIV. 


LESSON XIV. 

Works at His Trade. 

1. He departs from Athens. 

a. Visits Corinth. Acts 18: 1. 

b. Some facts about Corinth. 

A commercial city. 

An important military post. 
Noted for its shipyards. 
Mythology of the ship Argo. 
Vast wealth. 



Destroyed by Romans and rebuilt by Julius 
Caesar. 

Paul entered this new city. 

2. Works and teaches for nearly two years. 

a. He dwells with Aquila and Priscilla and 

works at his trade. Acts 18: 2, 3. 

b. Speaks every Sabbath. Acts 18:4. 

c. Silas and Timothy rejoin him. Acts 18:5. 
Writes two letters to the Thessalonians. 

d. Opposition to his preaching. Acts 18:6, 12. 
They meet in Justus’ house. Acts 18:7. 
Many believe. Acts 18: 8. 

e. Vision of instruction and promise. Acts 

18:9, 10. 

f. Preaches and makes tents for one and one- 

half years. Acts 18: 11. 

g. Brought before Gallio. Acts 18: 12. 

Charge. Acts 18: 13. 

Verdict. Acts 18: 14-17- 

h. Continues to preach for some time. Acts 

18: 18. 

3. Turns eastward. 

a. Sails to Ephesus from Cenchrea with Aquila 

and Priscilla. Acts 18: 18. 

Preaches in the synagogue and promises to 
return. Acts 18: 19-21. 

b. Comes to Antioch after visiting Caesarea and 

Jerusalem. Acts 18:22. 

(End of second missionary journey.) 

Suggestions. 

The boys should see Paul as he works in a tent- 
shed making tents and at the close of the day’s work 
goes out to preach the gospel. Get them to see the 
determination of the man. After a hard day s work, 


37 


for tent making was not easy work, he goes out to 
preach in spite of opposition. He did not do this for 
money, for he received none. It was pure love for 
his Master that led him to endure these hardships. 
A magnificent illustration of self-sacrifice. 

It must have been a stirring scene when they 
brought Paul before Gallio and he refused to punish 
Paul, to have them take the chief ruler of the syna¬ 
gogue, who had been their leader, and give him a 
good beating before the judgment seat. We should 
rejoice that Paul for once received fair treatment in 
a court. 

Pictures:—Corinth, shipyards, the ship Argo, tent 
maker’s outfit, Paul before Gallio, etc. 

ReferencesC. & H., pages 333 - 371 ; F., pages 
313 - 325 . 


LESSON XV. 

His Experiences in Ephesus. 

1. Goes again into the enemies’ country. 

Revisits the churches of Phrygia and Galatia. 
Acts 18: 23. 

2. Keeps his promise. 

a. Comes to Ephesus. Acts 19:1. 

b. Ephesus. 

Situated on hills near the sea. 

Founded by the Greeks. 

Center of the worship of Diana. 

The temple of Diana was one of the seven 
wonders of the world. 

Home of Ephesian magic. 



3. Preparatory work of Apollos. 

a. An eloquent man and mighty in the Scrip¬ 

tures. Acts 18: 24. 

b. He knew little of Christ. Acts 18: 25. 

c. Set right by Aquila and Priscilla. Acts 18: 

26, 27. 

d. What he did. Acts 18:28. 

4. Paul encounters opposition. 

a. Preaches in the synagogue for three months. 

Acts 19: 1-8. 

b. Preaches in school of Tyrannus for two 

years. Acts 19:9, 10. 

c. Performs miracles. Acts 19: 11, 12. 

d. Defeat of vagabond Jews. Acts 19: 13-17. 

e. The name of Jesus magnified. Acts 19: 18-20. 
Great burning of books—the formulae of the 

sorcerers; value $10,000. 

5. He plans a long journey. Acts 19: 21. 

He takes a flying trip to Corinth and back. 

6. Begins to execute the plan. Acts 19: 22. 

a. He sends forward Timothy and Erastus. 

b. Writes first letter to the Corinthians. 

Suggestions. 

Once more we see Paul returning to the cities vis¬ 
ited on his first journey and where he received such 
rough treatment. His enemies had lost none of their 
hatred as we afterwards find out, and for that rea¬ 
son he goes to encourage the brethren. It took self- 
sacrifice and courage to do this. 

In Ephesus Paul wins a victory, but it took him a 
long time to accomplish it. He begins to preach in 
the synagogue, but is soon driven out. For two 
years he preaches in a schoolhouse. In the meantime 
some vagabond Jews have tried to cast out evil 


spirits, but have failed. Then comes that great event, 
the burning of books. Was that not worth working 
two years for? Picture that scene. The sorcerers 
bringing their books and casting them into the fire. 
How many of us would work two years to overcome 
such deep set superstition and against such opposi¬ 
tion? It is always well to keep before the boys the 
fact that Paul received no pay for his work as evan¬ 
gelist, but earned his daily bread by making tents. 

Pictures:—Ephesus, the statue and temple of 
Diana, the burning of books, vagabond Jews, sor¬ 
cerers, etc. 

References:—C. & H., pages 404-464; F., pages 
351 - 369 . 


LESSON XVI. 

He Escapes from the Riot of the Silversmiths. 

1. Worship of Diana. 

a. Portable images and shrines. 

Carried in processions, on long journeys, in 
military parades, and set up in private 
houses. 

Made of wood, gold and silver. 

b. Priests and priestesses under a high priest. 

c. Many slaves. 

d. Temple sweepers. 

2. Riot of image makers. 

a. Led by Demetrius. Acts 19: 23, 24. 

b. Demetrius’ speech. Acts 19: 25-27. 

c. Furious mob captures two of Paul’s friends. 

Acts 19: 28, 29. 


40 



d. He desires to go to them. Acts 19: 30, 31. 
Prevented by his disciples. 

e. Two hours of yelling. Acts 19:32-34. 

f. Speech of the town clerk. Acts 19: 35-40. 

g. The mob disperses. Acts 19:41. 

3. A hurried trip in Europe. 

a. Bad news. II. Cor 10: 11, 12, 12: 14, 15. 

b. He visits Macedonia. Acts 20: 1, 2. 

Writes to the Corinthians from Philippi. 

c. He spends three months in Greece. Acts 

20: 3. 

Writes to the Galatians and Romans from 
Corinth. 

d. A plot against his life. Acts 20: 3. 

e. Returns to Troas by way of Philippi. Acts 

20: 6. 

Many friends having gone before. Acts 20: 
4 , 5 . 

4. First day of the week in Troas. 

a. Paul preaches a long sermon. Acts 20: 7. 

b. The young man Eutychus. Acts 20: 8-12. 

Suggestions. 

On Paul’s second journey we saw several cases 
where he did his best to relieve his friends of trou¬ 
ble on his account. In this lesson we see the same 
unselfish spirit manifested when he desires to go to 
his friends in trouble. If that mob could have laid 
their hands on Paul they would have torn him to 
pieces. As it was two of his followers so aroused 
them that they spent two hours shouting, “Great is 
Diana of the Ephesians.” What an example of 
hypocrisy, of religious zeal based on self-interest! 
What can be more dangerous than to be in the hands 
of an ignorant, fanatical mob? 


41 


Escaping from death at Ephesus, he hurries to 
Corinth to try to set them right again, and has in a 
short time to flee because of a plot to take his life. 
The more danger the harder he preaches. Get the 
boys to see that his courage came from his faith in 
God. 

Pictures:—The publishers of copies of famous 
paintings have a number of pictures that can be used 
in this lesson. 

References:—C. & H., pages 464-594; F., pages 

369-376, 510-514. 


LESSON XVII. 

True Friends. 

1. Parting of earnest friends. 

a. Walks to Assos. Acts 20: 13. 

b. Takes ship to Miletus. Acts 20: 14, 15. 

c. Calls elders of church at Ephesus to him. 

Acts 20: 17. 

His reasons for passing Ephesus. Acts 
20: 16. 

His charge and farewell words. Acts 20: 

18-35. 

A sad parting. Acts 20: 36-38. 

2. Finds friends in a strange city. 

a. Takes ship to Tyre. Acts 21: 1-3. 

b. Remains there seven days. Acts 21: 4. 

c. Warning of his friends. 

d. Another sad parting. Acts 21: 5, 6. 

3 - Brethren in another city. 

Sails to Ptolemais and stops one day. Acts 
21: 7. 


42 



4. Back among old friends. 

a. They come to Csesarea. Acts 21: 8. 

b. They stop with Philip the evangelist. 

c. Prophecy of Agabus. Acts 21: 11. (See 

lesson V.) 

d. Protest of Paul’s friends. Acts 21: 12. 

e. His answer. Acts 21: 13. 

f. Effect on his friends. Acts 21: 14. 

5. A group of friends go up to the Holy City. 

a. They go up to Jerusalem. Acts 21: 15, 16. 

b. Paul bringing aid from the churches of 

Europe and Asia Minor. Rom. 15 *25-27- 

c. Received gladly. Acts 21: 17. 

Suggestions. 

This lesson offers an opportunity, through Paul’s 
friendships, to show the true meaning of friendship. 
Paul made fast friends and persistent enemies. With 
that thought in mind can you imagine what it meant 
to Paul when he said, “I am ready not to be bound 
only, but also to die at Jerusalem for the name of 
the Lord Jesus.” 

What a true friend Paul was. He was always will¬ 
ing to undergo hardships and dangers for his friends. 
He is always showing his love for his fellowmen, 
and in no case do we find him showing hatred, even 
to those who are seeking his life. 

Get the boys to see that group of Christians kneel¬ 
ing on the sands at Miletus. Have them read and 
re-read those parting words. Truly the greatest thing 
in the world is love. Paul is one of the best ex¬ 
amples of true friendship. 

PicturesCsesarea and sailing vessels. Also pic¬ 
tures illustrating the events of the lesson, such as the 


43 


Christians kneeling on the sand, pilgrims going up to 
Jerusalem, etc. 

References:—C. & H., pages 5947621; F., pages 
514-523; S., pages 171-192. 


LESSON XVIII. 

Rescued From the Fury of His Enemies. 

1. Attitude of the church. 

a. He reports his experiences to the elders of 

Jerusalem. Acts 21: 18, 19. 

b. False reports that had been circulated. Acts 

21:20, 21. 

c. Request of the church. Acts 21: 22-24. 

Their reasons. Acts 21: 22, 25. 

d. He complies. Acts 21: 26. 

2. Prophecy of Agabus fulfilled. 

a. Suddenly seized in the temple. Acts 21: 27. 

b. His enemies from Asia shout. 

“He teaches against the law.” 

“He brought Greeks into the temple.” Acts 
21: 28, 29. 

c. The temple in Herod’s time. 

The outer court. 

The court of Israel. 

Signs on the pillars between the two. 

Court of the priests. 

Holy place. 

Holy of Holies. 

d. Dragged him from the temple. Acts 21: 30. 

e. Tried to kill him. Acts 21: 31. 

f. Fortress Antonia. 

At northwest corner of temple area. 


44 



Four thousand Roman soldiers quartered 
there. 

It overlooked the temple. 

g. Roman soldiers rush out and save his life. 

Acts 21: 32. 

h. Bound to two soldiers. Acts 21: 33. 

i. Chief captain tries to find out their charge. 

Acts 21:34. 

/. Carried to the castle. Acts 21: 35, 36. 

Compare Luke 23: 18, John 19: 15. 

Suggestions. 

The very people who drove Paul from Antioch of 
Pisidia, Iconium, and stoned him at Lystra, are the 
instigators of this riot in the temple. They again 
seek his life. They appeal to the ignorance and 
fanaticism of the masses. These same tactics are 
employed by men to-day when they do not have jus¬ 
tice and right on their side. Among boys we call it 
“bullying.” 

The methods of this mob remind us of the mob of 
silversmiths at Ephesus. When they could not alf 
speak so as to be heard, they simply yelled. Very 
likely the vast majority of the mob knew nothing 
about Paul or why he was being attacked there in 
the temple. Get the boys to see the events in their 
rapid succession and to imagine the feelings of Paul 
as this frenzied mob grab him and try to take his 
life. Bring to their minds the fact that Christ was 
also seized by a mob in this same city, and in the 
memory of many of those present. 

These people were devoted to the temple, but not 
to God. They were ceremonially correct, but morally 
impure. They were cowards, but their victim was a 
hero. 


45 


Pictures:—Temple, temple service, Roman soldiers, 
castle at Jerusalem and other views about that city. 

References:—C. & H., pages 621-637; F., pages 
523-533. 


LESSON XIX. 

A Prisoner* 

1. Declares who he is. 

a. Makes a request of the captain. Acts 21: 

37-39. 

The captain’s surprise and mistake. Acts 
21:38. 

The Egyptian. See Josephus Ant. 20:8, 6. 

b. Request granted. 

Makes defence standing on the castle stairs. 
Acts 21: 40. 

Tells of his conversion. Acts 22: 1-16. 

Tells of his call to the apostleship. Acts 
22: 17-21. 

c. Makes use of his Roman citizenship. Acts 

22:22-29. 

2. Examined before the Sanhedrin of which he was 

once a member. 

a. Brought before the council. Acts 22: 30. 

b. Paul’s declaration. Acts 23: 1. 

c. Smitten on the mouth. Acts 23: 2-5. 

d. Stirs up the Pharisees and Sadducees. Acts 

23:6-9. 

e. Again rescued by Roman soldiers. Acts 

23: 10. 

3. A heavenly visitor gives comfort. Acts 23:11. 



4 - 


A conspiracy to take his life. 

a. Vow of forty Jews. Acts 23: 12, 13. 

b. Their plan of operation. Acts 23: 14, 15. 

c. Aided by his nephew. Acts 23: 16-22. 
Discovers plot. 

Carries message. 

5. The conspiracy fails. 

a. Taken to Caesarea. Acts 23:23, 24. 

Strong military guard. 

b. The captain’s letter. Acts 23 : 25-30. 

c. A prisoner in Herod’s judgment hall. Acts 

23:3i-35- 


Suggestions. 

We admire the heroism of Paul as he stands on 
the castle stairs and tells that angry mob the story 
of the greatest thing that ever happened to him. 
There was no reason why he should not have gone 
into the castle and simply explained the matter to the 
captain, but he wished to proclaim the truth to that 
crowd of ignorant men. What did he care if they 
did throw dust into the air and tear their cloaks? He 
was telling the truth and he was going to continue 
to do so as long as he lived. 

The dramatic scene before the council is of intense 
interest and should be brought out in all its details, 
as it shows the courage and skill of Paul in dealing 
with men. He has now had enough experience with 
courts and mobs to give him tact in meeting false 
accusations. 

The great thing in this lesson is the fact that in 
the midst of all the danger Paul never weakened or 
complained. The Lord said, “Be of good cheer,” 
and that was enough for him. 

Attention should be drawn to the efficiency of the 


47 


Roman officer and his men. The boys should also 
see that all of Paul’s danger came in the name of 
religion, even if it were treachery and attempted 
murder. 

Pictures:—Sanhedrin, different sects of the Jews, 
Roman spearmen and horsemen, Herod’s judgment 
hall, etc. 

References:—C. & H., pages 637-651; F., pages 
533-547* 


LESSON XX. 

Two Trials, 

1. On trial for his life before Felix. 

a. Character of Felix. 

Cruel and hard-hearted. 

Murdered Jonathan. 

b. His accusers. Acts 24: 1. 

Their charges after praising Felix. Acts 
24: 2-4. 

Sedition (treason). Acts 24: 5, 6. 

Ringleader of the Nazarenes (heresy). Acts 
24; 5, 6. 

Attempt to profane the temple (sacrilege). 
Acts 24: 5, 6. 

All gave their assent. Acts 24: 7-9. 

c. His defence. 

Disproves every one of their charges in two 
sentences. Acts 24: 11-13. 

Challenges them to prove their charges. 
Acts 24: 14-21. 

d. Verdict. Acts 24: 22. 



2. A victim of injustice. 

a. Roman method of keeping prisoners. 

Public jail. 

Free custody. 

Military custody. 

b. A prisoner for two years. Acts 24: 23, 26, 27. 

c. Preaches. Acts 24: 24, 25. 

3. Brought before Festus. 

a. Festus comes to Caesarea. Acts 25: 1-6. 

b. The accusations. Acts 25 : 7. 

c. His answer. Acts 25 : 8. 

d. He appeals to Caesar. Acts 25 : 9-12. 

The privilege of every Roman citizen. 

Suggestions. 

In this lesson we have a Christian hero on trial 
for his life before an unprincipled judge and with 
unprincipled accusers. They hire an orator to pre¬ 
sent their charges and they do their best to make a 
good impression. Tertullus made a crafty charge, 
but Paul in a few straightforward words disproves 
his statements. Paul was every inch a man. His ac¬ 
cusers lacked every element of manliness. 

Contrast Felix with Paul. Felix held Paul a pris¬ 
oner when not a thing was proved against him, but 
would have set him free for a little money. Paul 
would not buy his freedom even if he was unjustly 
denied of it. Note the immeasurable superiority of 
the Christian gentleman. 

Festus did no better than Felix. They seemed to 
hold Paul to see if they could not find something 
against him. After a two years’ delay and no hope 
of improvement, Paul appealed to Caesar. 

Again we find our hero showing manly courage. 
Unjustly accused and imprisoned, surrounded by 


49 


unprincipled officials, he stands fast to the teachings 
of Christ and preaches to those about him, never 
complains of his lot, but counted it all joy. 

Emphasize his manly defences. 

Pictures:—A Roman court, Caesarea, the temple, 
military escort, etc. 

References:—C. & H., pages 652-670; F., pages 
547-555* 


LESSON XXI. 

Defence Before Agrippa. 

1. Festus in trouble. 

a. Agrippa and his sister visit Festus. Acts 

25: 13. 

b. He tells Agrippa about Paul. Acts 25: 

14-21. 

Long delay. 

Request of the Jews. 

His answer. 

Story of the trial. 

c. Festus’ dilemma. Acts 25 : 22-27. 

d. Something about Agrippa. 

King of Chalais. 

Superintendent of the temple with power to 
appoint the High Priest. 

Knew Jewish customs from childhood. 

Dining room and high wall incident. 

Josephus Ant. 20: 8, 11. 

Loved pomp and display. 

2. Paul makes a masterly defence. 

a. Complimentary remarks to Agrippa. Acts 
26: 1-3. 


50 



b. Defence against charge of heresy. Acts 26: 

4-8. 

c. Tells how he persecuted. Acts 26:9-11. 

d. Tells of his conversion and call to service. 

Acts 26: 12-18. 

e. Cause of his being in prison. Acts 26: 

19-21. 

f. Faithful to Jewish Scriptures. Acts 26: 

22, 23. 

g. Interrupted by Festus. Acts 26: 24. 

h. His earnest reply. Acts 26: 25-27. 

i. Sarcastic remark of Agrippa. Acts 26: 28. 

/. The great desire of Paul. Acts 26: 29. 

k. The verdict. Acts 26: 30-32. 


Suggestions. 

We naturally feel sorry for Festus. He confessed 
to Agrippa that Paul was guilty of nothing, yet he 
did not have the manhood to set him free. A moral 
coward. If he had worked as hard for justice as he 
did to find some reason for sending Paul to Caesar we 
could have some respect for him. 

Get the boys to see the gorgeousness of Agrippa’s 
oriental court. Agrippa and Bernice enter the court 
room with a great number of titled men and officers 
amid the blare of trumpets and many formal saluta¬ 
tions. Everybody is in state dress and the air is full 
of fragrance from incense and sweet spices. 

Paul told a straightforward story without any at¬ 
tempt to hide facts. The manliness of his address is 
a strong contrast to the remarks of both Festus and 
Agrippa. The sarcastic remark of Agrippa must 
have cut Paul to the heart, yet he does not give way 
to rash speech, but states his heart’s desire with 
still more force. It sometimes seems as if Paul were 


51 


not making a defence but preaching to those poor 
lost souls. He certainly was not anxious about the 
outcome of the trial as far as he was concerned. 

Pictures:—Agrippa and his court, other pictures of 
Caesarea, Roman officers and buildings. 

References:—C. & H., pages 670-676; F., pages 
555-561. 


LESSON XXII. 

Shipwrecked. 

1. Forwarded as a prisoner of Nero. 

a. Placed in charge of Julius. Acts 27: 1. 

b. They sail to Mysia. Acts 27: 2-5. 

c. Set out in corn ship for Italy. Acts 27: 

6, 7. 

Corn ships were large, with one huge sail and 
two steering paddles. 

d. They come to Fair Havens. Acts 27: 8. 

2. The ship is lost. 

a. Paul advises to remain at Fair Havens. 

Acts 27:8-12. 

b. They set sail with a fair wind. Acts 27: 13. 

c. The storm. 

A northeaster. Acts 27: 14. 

The ship driven. Acts 27: 15, 16. 

Undergird the ship. Acts 27: 17. 

Lighten the ship. Acts 27: 18, 19. 

All hope gone. Acts 27: 20. 

d. Paul tries to cheer them. Acts 27: 21-26. 

His vision and prophecy. 



e. On the fourteenth night. 

Threw out anchors. Acts 27 : 27-29. 

The sailors try to escape. Acts 27: 30-32. 

f. They eat on the fifteenth day. Acts 27: 

33-38. 

g. The wreck. Acts 27: 39-44. 

The soldiers’ counsel. 

All saved. 

3. On the island. 

a. Find themselves on Melita. Acts 28: 1. 

b. Kindness of the natives. Acts 28: 2. 

c. Paul bitten by a viper. Acts 28: 3-6. 

d. Performs miracles. Acts 28: 7-9. 

Heals Publius’ father and many others. 

e. They remain here three months. Acts 28: 11. 

Honored. Acts 28: 10. 

f. They set sail in another ship of Alexandria. 

Acts 28: 11. 

Sign of Castor and Pollux. 

Suggestions. 

In this lesson we should not let the dramatic in¬ 
cidents overshadow the actions of our hero. As we 
follow that ship driven by the wintry blasts from the 
northeast and see them undergird it while throwing 
part of the cargo overboard, we must not overlook 
Paul’s part in these terrible scenes. Remember that 
he is a prisoner, yet he is looking out for the welfare 
of the whole crew. He was sure before they set 
sail that he should preach in Rome, hence he had 
no fears about the trip. But after the vision on the 
ship he knew that all of the souls on board would 
be saved. He at once tries to cheer them with his 
hope. It took courage for a prisoner to thus speak. 
What a courageous and unselfish man! 


53 


After the wreck and the landing on the island of 
Melita, Paul seems to have been the most popular 
man in the company. God saves him from the bite 
of the viper and uses him to bring comfort to the 
sick on that island. Paul was always looking for op¬ 
portunities of service and never thinking of his own' 
discomforts and trials. How much brighter this old 
world would be if we all did the same. 

Pictures:—Corn ships, undergirding, a wreck, 
Fair Havens, other harbors, Castor and Pollux, etc. 

References:—C. & H., pages 677-722; F., pages 

56 i -575. 

Give out map with student’s sheet for Lesson 
XXIII. 


LESSON XXIII. 

A Prisoner in Rome. 

1. They land in Italy. 

a. They come to Puteoli. Acts 28: 11-13. 

b. Find brethren. Acts 28: 14. 

c. Friends meet them at Appii Forum. Acts 

28: 15. 

Some of their names. Rom. 16:3-15. 

(They come to Rome on the Appian way.) 

2. Some facts about Rome. 

a. The palace on Capitoline hill. 

b. Amphitheater, Circus Maximus and Magna 

Cloaca. 

c. Magnificent temples and baths. 

d. Praetorian guard. 

e. Center of Roman world and prominent in 

history and literature. 


54 



3- Works while a prisoner in chains. 

a. He dwells by himself. Acts 28: 16. 

b. Friends have free access to him. 

c. Calls together the leaders of the church. 

Acts 28: 17. 

d. Explains his condition to them. Acts 28: 

18-20. 

e. Their answer and desires. Acts 28: 21, 22. 

f. Preaches to them all day. Acts 28: 23. 
Results. Acts 28: 24-29; Philemon 10. 

g. Two years in prison, yet doing good. Acts 

28: 30, 31- 

Timothy a fellow prisoner. Philemon 1. 
Won followers in the Imperial house. Phil. 
1: 13, 4: 22. 

h. Wrote to Philemon, the Colossians, Ephe¬ 

sians and Philippians. 

4. Some pleasant things. 

a. The Philippians send gifts. Phil. 2:25-30, 

4: 18, 22. 

b. He finds joy in suffering. Col. 1:24. 

c. Confident of release. Philemon 22. 

d. Acquitted. 


Suggestions. 

It must have been a great pleasure to Paul to have 
friends come out to meet him when he was, as the 
people would think, in disgrace. One could almost 
say that the Lord had made the Romans devise the 
system of imprisonment which gave free access to the 
prisoner, in order that Paul might plant Christianity 
in the heart of Rome. Each day he has a different 
soldier with him to whom he preaches the Word of 
Life. Hence it came about that members of the 
Imperial household believed. 


55 


Paul seems to have improved his time during the 
two years he was in prison waiting for his trial. 
He was preaching to both rich and poor, soldiers and 
government employees, Jews and Gentiles. It was a 
God-given opportunity and he worked as hard as he 
could and with large results. 

He had joy in his sufferings because he knew that 
he was doing a work for his Master. His faith in a 
release seems to have been perfect, as he seems to 
have had not a doubt about it. Get the boys to see 
this Christian martyr. For two years he is con¬ 
stantly chained to a soldier, which marked him as a 
criminal, yet he rejoiced in it all and gave cheer and 
comfort by word of mouth as well as through letters 
to those hundreds of miles from him. Forgetful of 
self, always thinking of others. 

Pictures:—Rome and its historic places and build¬ 
ings. Nero, the Praetorian guard, and other officials. 

References:—C. & H., pages 722-808, F., pages 
575-588; S., pages 238-244. 


LESSON XXIV. 

Last Journeys and Martyrdom. 

1. He goes through Macedonia. Phil. 2: 24. 

2. Again in Asia Minor. Philemon 22. 

Very likely at Ephesus. 

3. About two years in Spain. Rom. 15 : 9, 24, 28. 
Clement, page 801. 

4. Returns to Asia Minor. I. Tim. 1: 3. 

Writes letter to Timothy. 

5. Visits Macedonia. I. Tim. 1: 3, 3: 14, 15. 


56 



6. Visits Crete. Titus i: 5. 

Writes to Titus. 

7. Spends winter at Nicopolis. Titus 3: 12. 

8. Again a prisoner in Rome. II. Tim. 2: 9. 

In chains in a dungeon. 

Writes second letter to Timothy. 

9. Nero’s persecutions. 

Christians charged with the burning of Rome. 
Victims for the games. 

Tortures. 

To be a Christian meant constant fear of death. 

10. An old man with few friends. 

Many friends away preaching. II. Tim. 4: 
12, 20. 

Some deserted him. II. Tim. 1:15, 4: 10, 16. 
Others with him. II. Tim. 4: 11, 19, 21. 

11. Trial. 

Accused by Alexander, the brass founder. 

II. Tim. 4: 14. 

Informers on hand. 

12. Condemned. 

Ready for death. II. Tim. 4:6. 

13. Beheaded in May or June, 68 A. D. 

Nero died about the middle of the same June. 

Suggestions. 

This lesson shows the activity of Paul. After his 
acquittal in Rome he makes extensive journeys, visit¬ 
ing all of the churches of Macedonia and Asia Minor 
besides going into new fields. As far as the boys 
are concerned they care nothing about the order in 
which he visited these churches, and all we wish to 
impress upon them is his great activity and love. 

Get them to see the picture of Paul in Rome, con- 


57 


fined in a dungeon. He is now a man over sixty 
years of age. Very few of his friends are with him. 
Many have deserted him. He was sad at their weak¬ 
ness, but ready to be offered. A hero to the last. 
Thus ends the life, but not the works, of the first 
great missionary of our Lord Jesus Christ. 

Pictures:—Amphitheater, Maritime prison, games 
and human victims, Nero’s horrid persecutions, etc. 

References:—C. & H., pages 808-847; F., pages 
664-685. 


LESSON XXV. 

Review. 

This lesson should take in the whole life of Paul 
and prepare the class for a written examination. If 
possible, the stereopticon should be used as recom¬ 
mended in lesson XIII. 

It will be helpful also to place outline maps on the 
blackboard and have the boys indicate the different 
journeys and write in the names of the places visited. 

As this is the last lesson, each boy should be asked 
to give his opinion of Paul and tell what element of 
his character appeals to him as being the strongest. 

The last ten minutes of the hour should be used 
by the teacher in bringing out the unselfishness, the 
courage, the zeal, the eloquence and the lofty pur¬ 
pose of Paul. He was an ideal Christian worker and 
the boys should look upon him as such. 

Suggested Review Questions. 

1. Where was Paul’s boyhood spent? 

2. Whose school did Paul attend? 


58 



3. How did Paul first attract public attention? 

4. Give the story of Paul’s conversion. 

5. How did Paul come to be in Antioch before 
the first journey? 

6. Tell about the first missionary journey. 

7. How did Paul come to go to Philippi? 

8. Give an account of his experiences in Mace¬ 
donia. 

9. What did Paul do in Athens? 

10. Tell about Paul’s stay in Corinth. 

11. Give a brief account of Paul’s work in Ephe¬ 
sus. 

12. Who caused Paul’s arrest in Jerusalem? 

13. How many trials did Paul have before he was 
sent to Rome? 

14. Who sought his life and why? 

15. Tell about the shipwreck. 

16. How long was he a prisoner in Rome? 

17. How many times was Paul mobbed, beaten 
and falsely accused? 

18. How many plots were made to take his life? 

19. What was the great purpose of his life? 

20. Tell about his last days in Rome. 


59 

























/ 






















# 


AUG 20 19G3 












































